Classroom Practice Research Articles

The Impact of a School Dog on Children's Social Inclusion and Social Climate in a School Class.

Animal-assisted pedagogy is well known in classroom practice, but scientific evidence of its impact on teaching and learning conditions is still lacking. At the same time, the biggest challenge in education systems worldwide is the social inclusion of students. In a pre-post design, 30 heterogeneous students (16 f/14 m) from four different school classes (grades 5-8) of two secondary schools and one grammar school were interviewed (in a problem-centered interview) about their social inclusion and their social climate in class before and after being taught selected subjects with a school dog for one school term. At the second measurement point, participants were also asked about their perception of animal-assisted pedagogy. The qualitative data analysis (Kuckartz) showed that the presence of a dog leads to an improved social climate, more social integration and to a change in social roles; therefore, we discussed our findings in the context of role theory (Krappmann). In addition, we found that the mutual perception of the other students and the teacher changes to a more positive and friendlier image. Through animal-assisted pedagogy, a new social role is added to the classroom, where caring and bonding are prioritized. Social interaction and norms are influenced and stereotypical and individual roles can be changed. Therefore, animal-assisted pedagogy can be key to promoting social inclusion in the school environment.

Motivations for Information Communication Technology (ICT) Use in EFL Teaching: An Exploratory Study of Primary School Teachers in Vietnam

Humans can be driven to behave by the perceived values of the behavior, or a certain force and motivation are assumed to be a factor guiding and energizing people’s behaviors. This study aimed to investigate what motivates primary school teachers in an underprivileged area of Vietnam to integrate ICT into their EFL teaching. Seven participants from different primary schools in Daklak, a mountainous province, were recruited to take part in one-on-one interviews that lasted 30 to 40 minutes. The interview guide was constructed by the researcher and sent to experts for feedback. Interviews were carried out in Vietnamese on the Skype platform. They were videotaped and transcribed afterwards. Relevant parts of the interviews were translated into English. The findings revealed four categories of motivations, including instructor-related motives, learner-related motives, accessibility-related motives and the user-friendliness of ICT. Consequently, the research findings provide valuable insights into how to motivate EFL primary school teachers in underpriviledged areas to integrate ICT into their classroom practices, which are beneficial for educators, policymakers, and curriculum developers.

Examining the Black Box of Prison Education Programs: A Descriptive Study of Statewide Correctional Education Practices

About half of incarcerated individuals housed in state prisons reported participation in educational or vocational programming (Harlow, 2003). These programs serve as a way to fill a disparity gap since the prison population tends to have literacy, education, and employment needs. Participation in education programs can result in positive impacts on reentry outcomes (e.g., reduced recidivism, increased employment outcomes) (Bozick et al., 2018). However, the characteristics of effective education programs remains a “black box” in terms of instructional strategies and classroom practices. This study examined the characteristics of over 200 literacy, general education, vocation/apprenticeship, and college courses across 28 prisons in one state. Interviews, observations, and staff surveys were used to gather data related to leadership, classroom management, and quality assurance practices in prison-based education departments. The results revealed substantial differences across programs and facilities. Implications for future research and opportunities to reduce social disparity through prison education are discussed.

Facilitating Meditation Practice in the Higher Education Classroom: A Conceptual Framework

The practice of meditation in higher education classrooms has gained interest as an intervention to assist students with stress, focus, and academic performance. However, relevant literature on actual teaching and learning methods to facilitate meditative techniques remains sparse. Five areas, including professional development for faculty, how to introduce meditation, and the selection of meditation techniques suitable for the classroom, are explored as avenues for additional research. Drawing upon recent scholarship, a Classroom Meditation Facilitation Framework (CMFF) is posited as a conceptual roadmap to help faculty and instructors interested in implementing classroom meditation. The framework outlines five sequential steps in the process, emphasizing the need for faculty to establish personal meditation practices, better understand student vulnerabilities, recognize the importance of inviting students and creating inclusiveness environments, and using active teaching geared toward emerging adults to sustain motivation and interest.

English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions

Numerous scholarly investigations have been conducted on English language assessment practices. Nevertheless, there is a lack of knowledge regarding the challenges and potential solutions related to implementing effective language assessment practices, particularly within Indonesian senior high schools. This study aims to investigate the perceived constraints and aspired prospective solutions associated with language assessment practices in Indonesian EFL classrooms. The data for this qualitative case study were collected by conducting in-depth interviews with fifteen EFL teachers from different senior high schools across South Sulawesi, Indonesia. Based on the thematic analysis of the data, this study revealed the perceived challenges to implementing English language assessment practices in three general categories: national policy-related issues, institution-related issues, and student-teacher-related issues. This study also revealed the need for leadership support to foster school culture support for innovative language assessment practices as the main aspired solution to implementing language assessment practices. These findings help improve understanding of the numerous factors that must be considered when putting English language assessment into practice, theoretically and practically.

Kaiako perspectives on professional learning and development in structured literacy in Māori-medium settings: A case study

This paper examines how kaiako (teachers) view professional learning and development training (PLD) in structured literacy (SL) in a Māori-medium immersion context. Through interviews with kaiako in a kura kaupapa Māori (Māori-medium educational setting) who teach students in Years 1-6, and images of the literacy environment to capture some of the literacy practices in classrooms, participants share their perspectives on their PLD training. The findings revealed some of the difficulties kaiako face, such as limited resources and working within a standardisded curriculum, whilst attempting to implement changes based on their PLD training. The findings highlight the need for support from all stakeholders (including policy makers and the school leadership team) to successfully implement SL in Māori-medium settings. The need for further resources in Māori-medium settings and the challenge of making changes to a standardised curriculum also emerged from the study. Finally, the findings indicate some of the potential benefits of PLD in SL for Māori-medium educators and ākonga (students), such as an understanding of how the brain learns to read, some of the key elements of reading success, and instructional principles for effective literacy instruction.

Reclaiming the Ontological Over the Epistemological: A Case Study Into a New Zealand Primary School Disclosing an Embodied Culture of Teacher Inquiry

This article presents case study research into a New Zealand primary school enacting a very sophisticated whole school inquiry approach to enhance teacher classroom professionalism and practice. A culture of inquiry manifests as an ontological ‘way of being’ in this school community, in the daily professional interactions between the teachers and leaders. This ‘way of being’ is evident in the way teachers and leaders work together in espousing professional expertise, trust, care and support to enable teacher inquiry for improved classroom practice to flourish. In this article we present evidence in relation to three questions: (1) What does inquiry look like within this school community? (2) How was collaboration and support implicated in teacher inquiry? (3) How was teacher and leader engagement in inquiry related to meaningful shifts in teachers’ practice and learning? The research contributes to new understandings about the ontological nature of teacher inquiry by uncovering important links between school culture, teacher and leader inquiry, and embodied professional learning and practice.

Spatial reasoning in context: bridging cognitive and educational perspectives of spatial-mathematics relations

Spatial reasoning is ingrained in daily life, such as when locating our keys or parking our car. At a broad level, spatial reasoning describes the ability to mentally represent and transform objects and their relations. Spatial reasoning is comprised of distinct, yet related, spatial skills, most of which have strong links with mathematics achievement. Subsequently, understanding the ways spatial reasoning connects with mathematics has the potential to support achievement in school. However, current research practices have failed to translate into practical outcomes for students. To date, research has often focused on decontextualized spatial skills, measured by psychometric tests, to generalize about broader models of spatial reasoning. However, spatial reasoning goes beyond test performance. In this theoretical review, I have sought to find the points of connection between the fields of cognitive psychology, often based in the lab, and mathematics education, situated within classrooms, and discussed ways to connect this currently siloed work for greater impact on classroom practice. The paper addresses the emergence of spatial research from its historical roots in intelligence testing and the influence these conceptualizations have had on contemporary methodologies. It goes on to discuss how these research traditions may be limiting our ability to understand the mechanisms linking spatial reasoning and mathematics. The paper argues for a broader view of research problems and methodologies in spatial cognition research to facilitate the translation of research to meaningful contexts in pedagogy and learning.

Transforming computer science education: exploration of computer science interest and identity of historically underrepresented youth

ABSTRACT Background and context Historically underrepresented youth in computer science persistently experience barriers making it difficult to see themselves in the computer science field including computer science programs and curricula with consistent stereotypical references focused on competition, individualism, and male-associated topics representing a limited view of computer science. Objective This study explores computer science interest and identity development of historically underrepresented youth. Method One hundred and thirty-five self-identified historically underrepresented students in computer science participated in interviews to understand computer science occupational identity development. Findings Qualitative analysis revealed themes to understand the sources of occupational identity students described after experiencing computer science lessons: opportunity matters, supportive struggle, and collective knowledge and skill-building. Implications This study demonstrates the importance of exposing underrepresented youth to computer science to foster agency, engagement in parallel classroom practices to build confidence in computational thinking mastery, and the importance of communities of practice to increase participatory learning opportunities.

Ethiopian EFL teachers’ classroom practice and learners’ view on teaching and learning English speaking skill

Communication capacity (Speaking skill) in English language education is a difficult task that needs effective guidance and sustainable practice. Therefore, this study aimed at exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes. The design of the study was descriptive survey. There were 523 students included using a simple random sampling technique and 30 EFL teachers using an availability sampling technique. To collect data, questionnaire for students and Focus Group Discussions for teachers were used. Mixed method data analysis was used. The results showed that EFL teachers were not using different techniques to teach English speaking skills, and they were not making sustainable follow-ups on how learners performed. They also apply the teacher-centered method rather than the learner’s method. Learners face challenges from their mother tongue's influence, lack of confidence, and fear of making a mistake. EFL teachers were also challenged by student-related problems like being disinterested in being involved in the actual teaching and learning actively, uncomfortably of the school compound, absence of well-equipped English mini-media, and the bulkiness of the textbook. Thus, EFL teachers should use various techniques, school administration should avail the resource and students should be participatory in their learning.

Investigating preschool teachers’ perspectives and practices on cultural diversity: an ethnographic case study

ABSTRACT This study focuses on examining the perspectives of preschool teachers on cultural diversity in the classroom environment and determining their teaching strategies and techniques to address cultural differences. To this end, it aims to explore the perspectives of the preschool teachers who teach in public, private, and international preschool institutions and have immigrant students in their classes, on cultural diversity in the classroom, and also to understand how teachers’ views on diversity are reflected in classroom practices. Employing an ethnographic case study approach, the research finds that the participating teachers perceive diversity at varying levels. Particularly notable is the discovery that educators in institutions where cultural diversity is a relatively recent phenomenon often lack awareness of changing demographics, resulting in a limited understanding of diversity. Additionally, there is a strong relationship between teachers’ perspectives on diversity and their classroom practices. Furthermore, the study highlights a crucial distinction between teachers’ perspectives on cultural diversity and the actual experiences of children within the classroom setting.

Conceptualizing Corpus-Based Genre Pedagogy as Usage-Inspired Second Language Instruction

Abstract Corpus-based genre pedagogy (CBGP), the instructional integration of discourse-based rhetorical analysis and corpus-based linguistic analysis of diverse genres, has gained attention from English for Academic Purposes (EAP) researchers and practitioners aiming to cultivate the academic writing skills of second language (L2) learners. This has led to a need for the continuous conceptualization of CBGP (Lu, Xiaofei, J. Casal Elliott, and Yingying Liu. 2021. “Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy.” International Journal of Computer-Assisted Language Learning and Teaching 11 (1): 59–71). Additionally, usage-based approaches to L2 acquisition (U-SLA), a collection of cognitive and potentially sociocognitive theoretical approaches to language and language acquisition (Ellis, Nick C., Ute Römer, and Matthew Brook O’Donnell. 2016. Usage-Based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations. Malden: Wiley-Blackwell; Wulff, Stepanie, and Nick C. Ellis. 2018. “Usage-Based Approaches to Second Language Acquisition.” In Bilingual Cognition and Language: The State of the Science across its Subfields, edited by D. Miller, F. Bayram, J. Rothman, and L. Serratrice, 37–56. Amsterdam: John Benjamins Publishing Company), have called for more pedagogically oriented research informed by usage-based principles (e.g., Tyler, Andrea E., Hae In Park, Mariko Uno, and Lourdes Ortega, eds. 2018. Usage-inspired L2 Instruction: Researched Pedagogy. Amsterdam: John Benjamins Publishing Company). Responding to such calls, we argue for conceptualizing CBGP as usage-inspired instruction given its intersections with key U-SLA instructional tenets. We first systematically review empirical studies on CBGP. Then, we introduce relevant U-SLA instructional tenets and interpret the CBGP studies to illuminate the extent to which CBGP resonates with different aspects of the U-SLA tenets. Eventually, we argue that CBGP can potentially unify the “social” and the “cognitive” in U-SLA’s accounts of L2 teaching and learning, making it a feasible way to materialize usage-inspired L2 instruction in actual classroom practice. Finally, we discuss future research and practical directions.

Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools: A Multiple Case Study

The Chilean curriculum for writing education includes five paradigms: cultural, macro-linguistic, micro-linguistic, procedural, and communicative. The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two aims: (a) to describe how the paradigms are evident across practices, and (b) to analyze the paradigms’ internal alignment within each practice. We conducted classroom observations with five Spanish language teachers with varied orientations toward writing instruction. A content analysis of teachers’ discourse formed the basis for a narrative case-by-case analysis and a cross-case analysis. This process was guided by data collected during a previous survey study and supported by teachers’ interviews. Findings revealed that the cultural, macro- and micro- linguistic paradigms were implemented most often, while the implementation of procedural and communicative paradigms was rare. Additionally, paradigm alignment was visible in two practices but not in other practices. Possible reasons for this lack of integration and potential solutions to resolve this issue are discussed.

Multiple Logics of Curriculum Leadership: How a Large Public School District Manages Institutional Complexity

Purpose: This study contributes to a growing literature focused on institutional complexity, or the phenomenon of competing institutional logics, in PK-12 public education. Responding to calls for more nuanced characterizations of district-level administration, our purpose was to identify the logics of curriculum leadership in one large school district in the Western U.S. and examine how district leaders made sense of their multiple demands. Research Methods: Employing case study methods, we collected curricular documents and conducted 21 interviews of district-level curriculum leaders, principals, and teachers. We used inductive coding to identify patterns in the district's culture of curriculum leadership and then drew upon institutional theory to associate these patterns with particular institutional logics. Findings: We found three coexisting logics of curriculum leadership in the school district: a logic of uniformity, which called for teachers’ fidelity to a prescriptive curriculum; a logic of participation, which valued teacher voice and shared leadership; and a logic of performance, which placed a premium on measurable student achievement. These logics were often incompatible or contradictory, producing mixed messages and an institutional complexity that remained largely unacknowledged among leaders. Implications: Tensions among logics of curriculum leadership may not always result in open contestation, yet if leaders do not resolve them at the district level, teachers may be unsupported in their efforts to reconcile competing demands in their classroom practices. Identifying specific logics of curriculum leadership and considering their interactions may help leaders make sense of conflicting values and better support teachers in their classroom decision making.

Teachers as Researchers: Exploratory Practice in Tunisian EFL Classrooms

This Special Issue is dedicated to teachers’ exploratory practice research (Allwright, 2005; Allwright & Hanks, 2009). It showcases nine studies conducted by Tunisian EFL teachers in their own classrooms.
 In the publishing world of TESOL and applied linguistics, despite a proliferation of journals and edited volumes in recent decades, there remains hardly any space for practitioner research. Book publishers and journal editors, driven in part by concerns about profit margins, tend to reject this type of research (unabashedly) citing, as pretexts, the lack of geographical reach or lack of name recognition among contributors. Against this backdrop, this Special Issue counters the commercial mindset and helps fill a longstanding void in TESOL and applied linguistics literature. It illustrates how exploratory practice research can be done and illuminates the potential of practitioner research and the largely untapped ingenuity of practitioners.
 As an introduction to this Special Issue, we will, briefly, discuss the research-practice divide phenomenon and describe the genre of exploratory practice (EP). After, we present a synopsis of nine EP studies. We conclude by emphasizing the unique role of EP in advancing foreign language instruction and suggesting ways to substantiate it.

Challenges in the application of the Tshivenda scientific register in the teaching and learning of state of matter and the kinetic molecular theory in grade 10 physical sciences classrooms.

Background: This paper investigated some of the challenges in the application of Tshivenda scientific register (TSR) during classroom practices of some physical sciences teachers in some of the public secondary schools in the Vhembe West District, South Africa. Methods: It was an interpretative qualitative case study wherein three physical sciences teachers and 40 learners took part in the study. The study conducted at schools of Vhuronga 2 circuit in Vhembe West District between January 2022 to November 2022. Semi-structured interviews and classroom observations were used for data collections. Researchers analyzed their data through Data Analysis Scheme (DAS) which comprised of themes, categories, and characteristics in this qualitative study. Texts that belong to a particular theme were highlighted using same colour and track changes was also used to codify categories and characteristics of a theme. Results: The research findings had shown numerous challenges in the teaching and learning of physical sciences including teachers and learners not used to physical sciences being taught and learnt through TSR, not familiar with some scientific words in TSR, difficulties in understanding scientific term in TSR as well as absence of Tshivenda physical sciences resources beside TSR. Consequently, this has impacts on teacher and learner's ability to implement TSR in the teaching and learning of Physical Sciences. Moreover, the findings also show that teachers and learners participated in the study sometimes switch from Tshivenda Scientific words to English Scientific words during Physical Sciences lessons. Conclusions: Therefore, it is suggested that the above-mentioned challenges in the development and application of TSR for Physical Sciences teaching need to be addressed so that teachers can teach learners Physical Sciences through language they know best. Hence, physical sciences teachers must be developed, trained, and furnished with essential language skills for them to develop Tshivenda scientific language registers on other sciences topics.

Crafting cartographic competence: A methodological approach for nurturing future geography teachers

Relevance. The reform of geography education poses new challenges for pre-service geography teacher training programs, particularly in developing cartographic competencies critical for effective teaching.Purpose. The purpose of the study is to examine methods for integrating pedagogical approaches, multimedia tools, and geographic information systems (GIS) to foster cartographic skills in future geography teachers.Methodology. A multimodal approach was implemented, integrating hands-on map reading, analysis of cartographic symbology, engagement with modern technologies like GIS, and field-based activities.Results. The multimodal approach proved effective in building requisite cartographic skills in pre-service teachers. Continuous monitoring and skills upgrading were key factors in preparing teachers capable of translating curricula goals into practical classroom applications. Specific results include improved map interpretation and spatial analysis abilities, proficiency in utilizing GIS software for data visualization, enhanced understanding of cartographic design principles, and the ability to develop engaging map-based learning activities.Conclusions. Developing robust cartographic competencies in pre-service programs enables future geography teachers to leverage maps, spatial representations, and geospatial technologies as powerful pedagogical tools. The immersive, technology-driven methods reflecting contemporary best practices produced educators proficient in cartographic instruction.

CACTI: Co-developing awareness of bi/multilingual classroom practices with a professional development survey instrument

Abstract This paper introduces an instrument, the Classroom Approaches to CLIL and Translanguaging Inventory (CACTI), to help primary and secondary teachers and academic researchers collaboratively develop awareness of bi/multilingual practices when academic subjects are taught in English. While teachers can develop explicit awareness of their language policies and practices, and of critical gaps that require action toward more equitable and productive learning spaces, researchers can learn what different bi/multilingual practices mean to teachers, and what concerns are salient for teachers regarding these practices. The practices may include (1) teaching for knowledge transfer across languages, (2) cultivating linguistic analysis skills, (3) raising critical awareness of the value placed on different languages in society, (4) developing bi/multilingualism and bi/multiliteracies, and (5) involving ALL students’ languages in the social and academic life of the class, even if they are not the official medium of instruction. Besides explaining what brought us to develop the CACTI, we illustrate two ways it can be used for collaborative reflection, one with pre-service teachers and one with in-service teachers. For each application, we discuss how our understanding was challenged by teachers, and what insights we offer for teachers on theirs.

School actors navigating between implementor & arbiter – a qualitative study on the dynamics in multilingual schools’ language policy

ABSTRACT Over the past two decades, heightened migration has increased linguistic diversity in schools. For schools to cope with this multilingualism, many governments impose a monolingual policy where only the language of instruction is allowed. Although many schools adopt such a policy, the classroom practices may differ since multilingual students often revert to translanguaging-as-practice. Drawing on three key conceptual language policy (LP) models (Bonacina-Pugh, 2012. Researching ‘practiced language policies’: Insights from conversation analysis. Language Policy, 11(3), 213–234; Johnson & Johnson, 2015. Power and agency in language policy appropriation. Language Policy, 14(3), 221–243; Ricento & Hornberger, 1996. Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427), this study explores LP formation across macro (government), meso (school), and micro (classroom) educational levels in Flanders, Belgium. Macro-level analysis involves scrutinizing policy documents from the Educational Department of Flanders. Meso-level investigation includes policy documents from three secondary schools, compared with insights from interviews with the schools' principals and language coaches. Semi-structured interviews with teachers (n = 18) and classroom observations (n = 138 hours) provide nuanced perspectives at the micro-level. Triangulating data reveals declared, perceived, and practiced language policies at various levels. The study underscores LP's intricate nature within a multilingual educational context. Results highlight the contrast between macro-level policy straightforwardness and the complexity faced at meso- and micro-levels, where context-specific challenges arise. As schools navigate linguistic diversity, the role of language coaches becomes pivotal in creating inclusive and effective educational settings.

Challenges and Constraints of the Paperless Classroom: Way Forward

The challenges and constraints of paperless classrooms was explored in this study using the experiences of school leaders and teachers in the Ekurhuleni district. Qualitative method was adopted. Hence data was collected through semi-structured interviews from purposefully selected participants. Thematic analysis was used for analysing the collected data. The study findings showed that the practice of paperless classrooms which has various benefits brings with it a number of challenges, like a lack of technical support, problems associated with security, the slow and inconsistent roll out of the resources, and a lack of on-going teacher development through formal and on-the-job Continuous Professional Development (CPD). The study recommends the inclusion of digital resources as tools that facilitate the enhancement of teaching and learning rather than changing the face of traditional classrooms.